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Education Sciences
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Advancing Educational Research on Computer-Supported Collaborative Learning (CSCL): Innovative Solutions...
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Advancing Educational Research on Computer-Supported Collaborative Learning (CSCL): Innovative Solutions for New Challenges

A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "Technology Enhanced Education".

Deadline for manuscript submissions: closed (10 July 2024) | Viewed by 25975

Special Issue Editors

Dr. Heng Luo

E-Mail Website
Guest Editor
Faculty of Artificial Intelligence in Education, Central China Normal University, Wuhan 430079, China
Interests: virtual reality in education; blended learning; computer-supported collaborative learning
Special Issues, Collections and Topics in MDPI journals
Dr. Di Sun

E-Mail Website
Guest Editor
Graduate School of Education, Dalian University of Technology, Dalian 116024, China
Interests: instructional design; learning analytics; computer-supported collaborative learning
Dr. Lili Zhang

E-Mail Website
Guest Editor
Department of Instructional Technology, Sichuan Normal University, Chengdu 610066, China
Interests: instructional technology; online learning; gamification; edutainment

Special Issue Information

Dear Colleagues,

Computer-supported collaborative learning (CSCL) has proved to be an effective pedagogical approach for various educational contexts since the 1980s. However, the recent advancement of computer technologies (LMS, VR, BYOD, learning analytics, etc.) and the transformation of learning paradigms (e.g., mobile learning, blended learning, makerspaces, STEM programs) have brought unprecedented possibilities and uncertainties for CSCL, leading to exciting new research opportunities. For example, students can benefit from virtual collaboration in a metaverse featured by enhanced interaction, presence, and interoperability, yet the feasibility and suitability of existing CSCL strategies in this new setting remain unknown. Similarly, fostering meaningful collaboration through technological innovation has been a persistent challenge for both massive open online courses (MOOCs) and STEM education practices. How to integrate emerging technologies with well-established learning theories to promote knowledge building and collaborative inquiry in innovative educational contexts is an essential topic for CSCL research.

This Special Issue aims to contribute to the scholarship by focusing on the design, implementation, and evaluation of CSCL innovations to address the evolving needs and challenges of present-day education. In particular, this Special Issue is looking for the following types of research: (1) rigorous impact studies on CSCL strategies and technological applications, (2) well-designed quantitative studies that investigate the influencing factors and mechanisms of CSCL, (3) design-based research studies that empirically validate CSCL design principles and models, (4) qualitative studies that provide in-depth narratives and thematic analyses of CSCL-related phenomena, and (5) systematic reviews and meta-analyses of CSCL literature.

We are looking forward to your contributions.

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Dr. Heng Luo
Dr. Di Sun
Dr. Lili Zhang
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • computer-supported collaborative learning
  • information and communications technologies
  • online and blended learning
  • STEM education

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Published Papers (4 papers)

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Research

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23 pages, 1827 KiB  
Article
Elevating Teachers’ Professional Digital Competence: Synergies of Principals’ Instructional E-Supervision, Technology Leadership and Digital Culture for Educational Excellence in Digital-Savvy Era
by Rasdiana, Bambang Budi Wiyono, Ali Imron, Lailatul Rahma, Nur Arifah, Reza Azhari, Elfira, Irvine Sibula and Muh. Asrandy Maharmawan
Educ. Sci. 2024, 14(3), 266; https://doi.org/10.3390/educsci14030266 - 4 Mar 2024
Cited by 2 | Viewed by 2262
Abstract
The educational landscape has been significantly influenced by the rapid development of technology, especially in the instructional process. Examining teachers’ professional digital competence (TPDC) in Indonesia, a developing country, is of utmost importance. It is vital to comprehend the extent of professional digital [...] Read more.
The educational landscape has been significantly influenced by the rapid development of technology, especially in the instructional process. Examining teachers’ professional digital competence (TPDC) in Indonesia, a developing country, is of utmost importance. It is vital to comprehend the extent of professional digital competence among teachers to identify potential gaps and areas for improvement through training programs. This investigation aims to shed light on disparities and formulate strategies to bridge the digital divide. In this context, the principal’s instructional e-supervision (PIS) and technology leadership (PTL) play a pivotal role in nurturing a school’s digital culture (SDC). This culture is crucial for ensuring the effectiveness of the collaborative learning process that meets the needs of students in this digital-savvy era. Therefore, this study delves into the structural impact of PIS and PTL on TPDC mediated by SDC. Quantitative methods were employed to address research hypotheses through structural equation modeling (SEM) analysis with AMOS, utilizing inner and outer model techniques. Carried out in seven senior high schools in Indonesia, the research involved 257 productive teachers randomly selected from a population of 450. The findings revealed that PIS directly influences TPDC, albeit with the most negligible coefficient (0.192). Simultaneously, PTL directly impacts SDC (0.663) and TPDC (0.229). Moreover, SDC significantly influences TPDC (0.816). However, the direct coefficient of PTL has a more substantial impact on SDC than on TPDC. Consequently, the structural model suggests that PTL will profoundly influence TPDC when mediated by SDC (0.541). In light of these results, this study recommends the application of principal technology leadership-based humbleness for future research. Full article
(This article belongs to the Special Issue Advancing Educational Research on Computer-Supported Collaborative Learning (CSCL): Innovative Solutions for New Challenges)
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15 pages, 2445 KiB  
Article
Learning Patterns in STEAM Education: A Comparison of Three Learner Profiles
by Xiaofang Liao, Heng Luo, Yang Xiao, Lin Ma, Jie Li and Min Zhu
Educ. Sci. 2022, 12(9), 614; https://doi.org/10.3390/educsci12090614 - 12 Sep 2022
Cited by 4 | Viewed by 3012
Abstract
A learner profile is a method of classifying learners through their characteristics. Much of the current research on learner profiles has focused on online learning environments; there is a lack of in-depth category profiling and learning behavior analysis of student profiles in the [...] Read more.
A learner profile is a method of classifying learners through their characteristics. Much of the current research on learner profiles has focused on online learning environments; there is a lack of in-depth category profiling and learning behavior analysis of student profiles in the STEAM context. To address this research demand, this study conducted a cluster analysis based on observed higher-order thinking behaviors, leadership behaviors, and verbal and non-verbal interaction behaviors of 81 primary school students in a STEAM project to explore the differences in learning outcomes, learning perception, and social recognition among different types of learners. The results revealed that STEAM students can be divided into three categories: Thinkers, Speakers, and Followers. There are significant differences between Thinkers and Followers in terms of positive emotions. Speakers and Followers have notable differences in their contributions and active participation. The research results can help teachers acquire a deeper understanding of student types in STEAM and thus provide more relevant and personalized instructional facilitation and class management. Full article
(This article belongs to the Special Issue Advancing Educational Research on Computer-Supported Collaborative Learning (CSCL): Innovative Solutions for New Challenges)
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12 pages, 603 KiB  
Systematic Review
The Effects of Using Scaffolding in Online Learning: A Meta-Analysis
by Mingzhang Zuo, Sen Kong, Yuxia Ma, Yue Hu and Meng Xiao
Educ. Sci. 2023, 13(7), 705; https://doi.org/10.3390/educsci13070705 - 11 Jul 2023
Cited by 2 | Viewed by 3708
Abstract
Scaffolding is widely used in online learning; however, it is unclear whether scaffolding can effectively enhance students’ online learning performance. To evaluate its effectiveness, we conducted a meta-analysis that included 83 effects sizes from 32 articles published between 2011 and 2021. The findings [...] Read more.
Scaffolding is widely used in online learning; however, it is unclear whether scaffolding can effectively enhance students’ online learning performance. To evaluate its effectiveness, we conducted a meta-analysis that included 83 effects sizes from 32 articles published between 2011 and 2021. The findings demonstrated that scaffolding had a significant role in improving students’ online learning performance with an overall effect size of 0.53. In addition, we analyzed the effects of five moderator variables to gain insights into how scaffolding affects students’ online learning performance under different conditions. The discipline, learning outcome type, and scaffolding type were identified as significant moderators. It is expected that the research results will guide teachers to design online scaffolding strategies and improve students’ online learning performance. Full article
(This article belongs to the Special Issue Advancing Educational Research on Computer-Supported Collaborative Learning (CSCL): Innovative Solutions for New Challenges)
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23 pages, 2537 KiB  
Systematic Review
Learners in the Metaverse: A Systematic Review on the Use of Roblox in Learning
by Jining Han, Geping Liu and Yuxin Gao
Educ. Sci. 2023, 13(3), 296; https://doi.org/10.3390/educsci13030296 - 12 Mar 2023
Cited by 32 | Viewed by 14801
Abstract
The development of the Metaverse has drawn much attention in education. Roblox, as an important platform in the Metaverse, attracts millions of young users, which raises the question of how its effectiveness as a learning environment can be maximized. This study aims to [...] Read more.
The development of the Metaverse has drawn much attention in education. Roblox, as an important platform in the Metaverse, attracts millions of young users, which raises the question of how its effectiveness as a learning environment can be maximized. This study aims to synthesize the available evidence to provide an overview of the current research on learning in Roblox by exploring its benefits, challenges, and existing gaps. In line with PRISMA and assisted by LDA topic modeling, we included 40 studies that were analyzed to answer our questions. The research findings show that: (1) Roblox could be combined with social interactive learning or collaborative learning environments, provide a VR environment that supports learning, and be of benefit to programming in STEM education; (2) the use of Roblox in learning has the advantages of attracting a large number of student users, eliciting the positive attitudes of students, and promoting students’ cognitive and noncognitive learning abilities; and (3) there are also challenges such as cyberbullying, cybersecurity, lack of adequate teaching design, etc. Empirical studies on this topic have only begun to emerge, and more future research is needed into different pedagogical scenarios to explore the effects, factors, outcomes, designs, etc. Full article
(This article belongs to the Special Issue Advancing Educational Research on Computer-Supported Collaborative Learning (CSCL): Innovative Solutions for New Challenges)
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